Teacher-student Dyads Research Articles

Spiritual Intelligence in Education Exploring the Impact of Teachers' Spiritual Intelligence on Student Satisfaction in Higher Education Using Dyad Analysis

The present study investigates the impact of elements associated with teachers on student satisfaction. The study adopts a quantitative approach with a cross-sectional design. A questionnaire-based survey was conducted among teachers and students at the Higher Education Institutes of Karachi, Pakistan. Both on-site and online. A total of 21 HEC-recognized universities having business schools/management sciences departments were contacted and visited in Karachi. The sample design involves collecting data from 344 teacher-student dyads. Non-probability sampling is used due to the lack of a complete subject list. As a result, studying the effect of teachers' spiritual intelligence on student satisfaction can potentially lead to improved learning outcomes and academic performance. Enhancing spiritual intelligence assists individuals in developing a positive mindset and attaining inner tranquility. This shift in attitude enhances self-motivation and self-control and aids in alleviating the elevated stress levels often caused by the fast-paced nature of contemporary society.

Examining Scaffolding Process in One-to-One Piano Lessons for Young Beginners: An Observational Analysis

In piano education, the initial stages of teaching young beginners establish the foundation for future endeavours. Due to the necessity of collaborative effort, piano lessons can be a complex process for both the teacher and the student. A balance must be found whereby the teachers can administer information in a way that is compatible with the student’s learning style. Therefore, the teacher must adapt their instruction to the level of the student. This exploratory case study investigates how scaffolding process is adapted into piano education in private setting to enhance the learning process of young beginner students. 10 teacher-student dyads, with students ages between 5-7 years, were recruited. Weekly lessons over a span of four weeks were observed and documented. Interviews with participants were conducted to find out more insights on their perspectives of teaching. Video data analysis was conducted based on the three characteristics–contingency, fading of support and transfer of responsibility–from the conceptual model of scaffolding. The findings indicate that two types of scaffolding process were applied in piano lessons–consistent and contingent, with the latter prevailing in most of the lessons. It was also observed that the three characteristics of scaffolding emerges within the same lesson and across several lessons, influenced by students’ readiness and response. Whilst there were differences among the contingency strategies used, certain tendencies recured across the teachers. Among these, modelling stood out as the as the predominant strategy and that teachers rely primarily on their perspectives and intuition when it comes to scaffolding.

Ecosystem “Distant”: Teacher-student dyad

The paper describes the analysis of the teacher’s role as a guarantor of maintaining the quality of the educational process in a higher educational institution in a distance learning format. The author provides a detailed description of the Distant ecosystem, its positive and negative sides. The basis of the research is the collaborative method of teaching. The author considers learning features with the help of distance technologies, both from the view of a student and from the teacher’s one. The study interpreted a lecturer’s personality as a conductor of collaborative and motivating roles. Particular attention the author paid to the collaborative teaching method, which turned out being the most effective in distance learning. This method heads to maximum interaction between the considered dyad of communicants in the educational process. The results of the study allow to determine the major factors affecting the quality of the educational process with the use of distance technologies. Also, the research defined the key third-party elements to either hinder to achieve the maximum quality of education during distance learning.

Специфика лингвоэкологического дискурса в пространстве педагогической антропологии

This article is devoted to the study and description of the features of linguistic and ecological discourse in the professional speech activity of a teacher. The problem under consideration is relevant due to the need for a comprehensive study of the linguistic specifics of the speech of participants in the educational process. Establishing the relationship between the goals of communication and the organization of effective learning is the focus of pedagogical anthropology. The stated topic involves addressing the multifactorial aspects of intercultural communication that are relevant for the teacher–student dyad. The purpose of the work is to determine the specifics of linguistic and ecological discourse in the space of pedagogical anthropology. In the linguistic part of the work, when studying factual material, methods of situational analysis of the speech activity of participants in the educational process and quantitative data processing are used. The didactic component of the study is based on the basic principles of pedagogical anthropology, which puts forward certain requirements for the teacher’s speech and allows to identify the conditions for the organization of a safe speech environment. As a result of the conducted research, latent problems of interpersonal relations in the communication process were identified. The criterion apparatus developed in the process of empirical work will allow modeling a comfortable educational space.

Examining the Effects of Behavioral Skills Training on Social Praise Delivery in Malaysian Classrooms

Abstract Malaysia launched the Inclusive Education Program (IEP) in 1997 to integrate students with special needs into mainstream classrooms and local researchers have recently asserted that more training is necessary for Malaysian teachers to effectively work with IEP students. The purposes of this research, therefore, were to (1) introduce the use of social praise via behavioral skills training (BST) to teachers of students in IEP, (2) increase the use of social praise by teachers of students in IEP via written feedback provided by the experimenter following each post-BST classroom session; and (3) increase the likelihood of individually selected target behavior in students who attend IEP. A multiple-baseline across four teacher-student dyads was conducted. Results indicated that BST and written feedback were effective in increasing the frequency (converted to responses per minute) of social praise issued by all four teachers and that collateral effects were seen by an increase in target behaviors for two out of four student participants. A posttreatment social validity survey completed by teacher participants indicated that the BST goals, procedures, and outcomes were practical and important.

Examining the Reciprocity in Dyadic Teacher-Child Relationships: One-With-Many Multilevel Design

Recent literature has shown the reciprocal influences of teacher-student relationships for both teachers and students in primary school. When it comes to early childhood education, very few studies have examined the level and the nature of agreement between teachers’ and students’ perceptions for their dyadic relationships. Using the one-with-many model (OWM), a dyadic analysis approach, the present study aims to examine the degree of agreement between teachers’ and students’ perceptions about their dyadic relations. The Student-Teacher Relationship Scale (STRS) and the Child Appraisal of the Relationship with the Teacher Scale (CARTS) are used to assess the quality of teacher–student dyadic relationships from teachers’ and students’ perceptions, respectively. The dyadic sample (N = 1,345 teacher-student dyads) is recruited from 168 preschool classrooms in Greece. Results of the OWM analysis showed that teachers and students evaluated their dyadic relationship quality in a different way and there is no reciprocity in their views. Implications of the study’s results are also discussed.

Task design in online one-to-one classes with young learners

Abstract This study investigated how effective four tasks were in supporting meaningful spoken language production between young learners and their teachers. The context of the study, online one-to-one lessons, is commonplace but largely unresearched. Transcripts from seventeen teacher-student dyads using four tasks were analysed using conversation analysis. These were then coded and the number of instances of meaningful communication counted. The number of instances of pushed output and negotiation of meaning were also noted. The most successful task was an open opinion-gap task, which motivated the young learners. Crucially, the task outcome (a plan of a shopping centre) allowed learners to check their teachers had understood them. Teacher misunderstandings gave learners opportunities to take control of the discourse and negotiate meaning. Aspects of task design which impeded meaningful communication included sentence stems, which resulted in drill-like interactions. Task topics familiar to learners but unfamiliar to teachers hindered meaningful communication. Also, tasks located near the end of a lesson sequence tended to result in less meaningful communication than those nearer the start.

Cooperation with partners of differing social experience: An fNIRS-based hyperscanning study

Previous studies have shown the brain synchronization of all team members while completing a collaborative task. Moreover, this effect is influenced by a team’s compositional elements, such as gender (opposite or same) or relationships (i.e., friends, lovers, or strangers) among team members. However, whether interpersonal brain synchronization (IBS) is affected by team members’ experience, as well as the temporal dynamics of such brain synchronization, remains to be investigated. In the current study, we combined behavioral methods and functional near-infrared spectroscopy-based hyperscanning to examine the effect of member experience on team cooperation by an adopted continuous joint drawing task with 21 student–student dyads (S–S dyads) and 22 teacher–student dyads (T-S dyads). The results revealed that team members with differing experiences (T-S dyads) perform better than those with similar ones (S-S dyads). Moreover, we observed IBS in the left frontopolar region (channel 11). However, we did not observe significant changes of the task-related IBS across time. Besides, IBS was negatively correlated with the participants’ behavioral performance. Our findings demonstrate the importance of social experience in teamwork in the real world and suggest a possible mechanism for cooperation from a temporal and spatial perspective.

Quantitative Analysis of Classroom Communication Environments for Learners With Deaf blindness

Classroom environments were analyzed to better understand adult language modeling rates and whether teacher certification practices contributed to differences with learners with deafblindness (DB). Student characteristics were also examined in relation to communication rates. When there is a dual sensory loss, access to tactile and visual communication forms (i.e., multimodal) in addition to verbal communication is needed. Data were collected from 15 teacher–student dyads from four states through behavioral coding of videotaped language samples, teacher surveys, and the Communication Matrix assessment. Overall, teachers used verbal communication significantly more than additional classroom staff. Teachers in a state that required a severe/profound certification had significantly higher rates of overall communication and visual communication, and they had students with higher communication levels.

Analisys of teaching elements on technical and mathematical disciplines in modern distance education

The object of research is the quality of teaching technical and mathematical disciplines in modern distance education. One of the most problematic areas is communication, dialogue between a teacher and a student, personality problems in the teacher-student dyad, and the effectiveness of feedback. The idea of distance learning, obviously, is that the interaction between teacher and student takes place in a virtual space. The more efficiently this interaction is built by using a variety of techniques, methods, the better a teaching process. Distance teaching is essentially a person-centered form of education. This is a separate modern educational technology that provides a choice for the teacher, the ability to select educational material depending on the information needs of students. In the course of the study, the main possibilities for improving the effectiveness of feedback between the student and the teacher and the forms of implementing such communication were considered. The organizational and pedagogical conditions for the use of the system of certain elements of distance learning in the process of vocational training have been substantiated. Modern information technologies and innovative teaching methods in training specialists are described. It is proposed to use more actively such elements as an interactive whiteboard, interactive processing of students’ statements during a survey, both in the form of tests or a forum, and in the form of a «word cloud». The use of these interactive elements has proven itself in practice. As a tool for objective assessment of the level of feedback, a comparative analysis of statistical data is proposed, which concerns the distribution of marks at the beginning and at the end of the distance learning course. This data can also be interpreted as an indicator of the quality of teaching. In particular, the analysis of school preparation of students for mastering mathematical disciplines in higher education was carried out. Comparative analysis substantiated, in particular, the need for additional classes for students with poor preparation.

Profiles of Rater Dis/Agreement within Universal Screening in Predicting Distal Outcomes

The success of a comprehensive and integrated school mental health system is dependent on data to inform decision-making. Universal screening is one such method utilized by schools to inform treatment across universal, targeted, and individual levels of service. However, the use of multiple informants (teacher and student) remains elusive due to a lack of practical and research based-aggregation guidance. The purpose of the current study is to identify the optimal numbers of rater agreement profiles, determine demographic predictors of profiles membership, and if profiles differentially predict distal academic outcomes. Nearly 24,000 teacher-student dyads were included in this study. Results suggested four profiles emerged with significant differences in academic outcomes. Considerations for research and practice are presented.

Using multilevel coaching to improve general education teachers’ implementation fidelity of culturally responsive social skill instruction

The study examined the effects of multilevel coaching on three elementary general education teachers’ implementation fidelity of culturally responsive social skill instruction and on three African American students’ classroom behaviors. After receiving initial professional development training on integrating culturally responsive social skill instruction into daily curriculum, the teacher participants received coaching supports based on their performance data. The researchers assessed teachers’ implementation fidelity using an evaluation rubric that addressed both lesson plan development and lesson plan implementation, and evaluated students’ behaviors through classroom observations using a single-case multiple probe across teacher-student dyads design. Results of the study showed that all teachers improved their implementation fidelity during the coaching condition. All students substantially reduced the levels of noncompliance with classroom rules after teachers received coaching supports.

PEDAGOGICAL INTERACTION IN THE «TEACHER-STUDENT» DIAD IN ONLINE LEARNING CONDITIONS

The article presents the results of a questionnaire survey of modern students regarding their educational needs and expectations in the context of forced online learning caused by the COVID-19 pandemic. The generalization of the educational needs and expectations of modern students, as well as the tendencies characteristic of them in teaching, made it possible to identify a range of problematic accents, which relate to: coordination and management on the part of teachers of the process of mastering the educational material by students; factors that enhance learning motivation, as well as factors that demotivate; the needs of modern students for the presentation of educational content; attitude to forms and methods of teaching in the context of modern changes; features of transformation of communication between students and teachers; feedback, etc. The study revealed some features of the interaction of modern students with the educational environment, their learning needs and expectations: openness to new forms and methods of teaching, the desire to express and manifest their position, the desire for interaction and exchange of views, the desire to be heard about the expected format or presentation of educational information, the desire to do what is interesting and have space for the implementation of their own educational path. Modern students expect from the teacher an interactive presentation of lecture material that has a problematic and exploratory nature. Based on the results of the survey, as well as on current trends characteristic of higher education in the context of transformational changes and forced distance learning caused by the COVID-19 pandemic, the ways of optimal pedagogical interaction in the teacher-student dyad are outlined.

ПАРТНЕРСКИХ ОТНОШЕНИЯХ «ПРЕПОДАВАТЕЛЬ — СТУДЕНТ» В УСЛОВИЯХ ОБРАЗОВАТЕЛЬНОГО ПРОСТРАНСТВА СОВРЕМЕННОГО ВУЗА

This article presents the results of an empirical study on the formation of partnerships in the teacher-student dyad. A broad review of literary sources on the issues under consideration has been carried out. The features of pedagogical communication in the conditions of modern higher education have been studied. It is concluded that at present there is a tendency to democratize relations in the teacher-student system, their transition to a new level of partnership and cooperation. The problem includes the question of the readiness of the teachers themselves for this format of interaction with students. The study included the use of a questionnaire specially developed by the author, the use of which made it possible to identify the most significant indicators characterizing the optimal relationship between the teacher and students, as well as criteria that are markers of non-developed relationships. The main conditions were noted, which, in the opinion of teachers, favorably influence the formation of teacher-student relationship. Along with this, the main professional and personal qualities of a teacher were identified, which are important in establishing favorable relationships with students and, conversely, hindering them. Shown are the personal qualities of students that contribute or, conversely, hinder the development of these relations. The results of this study can find further practical application in pedagogy, in educational and social psychology, and are also necessary for the psychological and pedagogical improvement of the educational process in higher education.

A micro-perspective on students’ behavioral engagement in the context of teachers’ instructional support during seatwork: Sources of variability and the role of teacher adaptive support

Despite increased acknowledgement of the significance of situational factors to engagement, engagement is traditionally seen as a student characteristic. In this study, we investigated to what extent variation in observational measures of behavioral student engagement during seatwork is due to students versus teachers, teacher-student dyads, or situational (i.e., variation in time) effects. Additionally, we studied whether adaptive support during teacher-student interactions contributes to student engagement following that interaction. A cross-classified multilevel analysis of 324 video- and audio-recorded secondary school teacher-student interactions showed that situational factors and error were the strongest source of variability in student engagement. Other than expected, teacher-related and dyad-related variability were limited. Although behavioral engagement after teacher-student interaction was significantly higher than pre-interaction student engagement, higher post-interaction levels were not related to the level of adaptive support provided during the teacher-student interaction. These findings imply that situational factors deserve more attention in engagement research, for example by investigating what situational factors contribute to engagement. For teachers, the time-variant, situation-dependent nature of engagement opens up valuable opportunities to actively design optimal learning situations.

Effects of Key2Teach on students’ externalising and social-emotional problem behaviours, mediated by the teacher-student relationship

ABSTRACT Teaching students with externalising problem behaviours is difficult for teachers, as it challenges the relationship that teachers engage in with their students. In this study, effects of Key2Teach on externalising and social-emotional problem behaviours and the mediating role of conflict in the teacher-student relationship were studied using a randomised controlled trial (RCT)-design. In two cohorts, 103 teacher-student dyads and peer-students (n = 1643) were assessed two times during a school year. Fifty-three dyads received the intervention (experimental group), whereas 50 dyads received no intervention (control group). Data were collected on teacher-reported externalising and social-emotional problem behaviours in students, and on teacher-student conflict. For dyad-students, results showed a direct effect of Key2Teach on conduct problems and an indirect effect, via teacher-student conflict, for hyperactivity problems. No effects on social-emotional problems were established. For peer-students, results showed indirect effects on externalising problems and direct effects on social-emotional problems. Implications for practice and future research are discussed.

Teachers' emotional experiences in response to daily events with individual students varying in perceived past disruptive behavior

Students' disruptive behavior during classroom events can elicit strong emotions in teachers and impact teachers' occupational wellbeing. This research was the first to test the proposition that teachers' emotional responses depend not solely on the specific classroom events themselves, but also on the perceived history of disruptive behavior of the student involved. Two complimentary studies examined whether teachers' perceptions of students' past disruptive behavior moderated the link between teachers' valence appraisals (i.e., how positive or negative an event was) and emotions in response to the event (i.e., enjoyment, anger, anxiety, self-, and other-related emotions). It was expected that teachers would be more emotionally reactive to events involving students whom they perceived as more disruptive in the past. Study 1 (N = 218 teachers) examined one teacher-selected relevant event of a workday with an individual student. Study 2 (N = 37 teachers) examined multiple events collected through daily diaries across the school year regarding two target students (N = 77) varying in perceived disruptive behavior. Both studies showed that teachers reacted more emotionally negative to students they perceived as more disruptive in the past compared to similarly appraised events with students perceived as less disruptive. Findings were most consistent for teachers' anger. In addition, Study 1 examined whether teachers' event-related emotions were related to their occupational wellbeing that workday. Teachers' anger was the only emotion associated with both teachers' emotional exhaustion and dedication. Intervention efforts to increase teachers' occupational wellbeing may profit from focusing on specific anger-evoking teacher-student dyads and try changing teachers' underlying judgments and associated emotions about disruptive students.

Teaching Music to Support Students: How Autonomy-Supportive Music Teachers Increase Students’ Well-Being

According to self-determination theory (SDT), the learning experiences of music students can be explained partly by the autonomy-supportive style adopted by their music teachers. To provide the first in-depth understanding of how music performance teachers support the autonomy of their students and how this support is related to students’ well-being, we adopted SDT and the PERMA model of well-being. We provide answers to three fundamental questions about teacher-student relationships in music: (1) Do music performance teachers support the autonomy of their students in higher music education? (2) How do students perceive this support? and (3) How does autonomy support affect music students’ well-being? Music performance teachers ( n = 35) and students ( n = 190) were recruited from higher music education institutions in the United Kingdom. Analyses included mean comparisons of teachers’ and students’ answers to survey questions, correlational analyses of teacher-student dyads’ responses on measures, and qualitative analyses of open-ended questions. Results showed that teachers and students mostly agreed that teachers provide autonomy support to their students. Teachers’ transmission of passion for music and autonomy-supportive behaviors were related to students’ well-being, whereas controlling behaviors hindered well-being. Qualitative results showed that although students put well-being at the core of their concerns, music teachers seemed unaware or ill-prepared to face those concerns.

Multi-informant universal screening: Evaluation of rater, item, and construct variance using a trifactor model

Universal screening is a proactive method for identifying student risk, yet remains under-utilized in school systems. Instead, many schools rely on teacher reports and referrals without accounting for different informant perspectives. In the current study, multi-informant universal screening in evaluated using a trifactor model. The study utilized the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), specifically the teacher (SAEBRS-TRS) and student (mySAEBRS) self-report forms, with items indicating risk for social, academic, and emotional behavior. Data from a national sample of over 24,000 K-12 teacher-student dyads were used to examine the extent and variance of discrepant reports between students and teachers of common, perspective, and item factors. Results demonstrated that informant perspective factors were a strong predictor for student and teacher emotional behavior item ratings. Whereas age had a positive effect on younger student reports of risk on the behavior items compared to older student reports, teachers showed the opposite effect. The teacherperspective of social and emotional behaviors of students was predicted by gender. Implications and directions for future research are further discussed.

Association between a teacher's work passion and a student's work passion: a moderated mediation model.

PurposeResearch in the education domain has noted the importance of work-based passion and has repeatedly highlighted how passion influences positive work outcomes. However, far too little attention has been given to investigating whether one’s passion can be transferred to others. Using two theoretical lenses – crossover theory (CT) and emotional contagion theory (ECT) – the present study intends to deepen our understanding by examining whether a teacher’s work passion can be transferred to a student.MethodsTo address this knowledge gap, we recruited students and their subject teachers (n=226 teacher-student dyads) from the major business schools of Pakistan, based on the convenience sampling method, during the period from November to December 2018. An exploratory factor analysis was run to extract the dimension underlying each construct. A confirmatory factor analysis was conducted using AMOS 24.0 to assess the discriminant and convergent validity of the measurement model. The SPSS PROCESS macro was used to test the hypotheses using SPSS 24.0.ResultsConsistent with the hypotheses, our results show that a teacher’s work passion can be transferred to a student’s work passion indirectly via emotional contagion. Our data further establish that the transference of a teacher’s work passion to a student’s work passion via emotional contagion is more significant when the teacher is educated at PhD level than when she/he is non-PhD educated.ConclusionTo the best of the authors’ knowledge, this study has been one of the first attempts to thoroughly examine work passion transference from teachers to students in the area of higher education and offers several managerial and theoretical implications alongside future opportunities for practitioners and research scholars.